CONNECTICUT STATE DEPARTMENT OF EDUCATION
Next Generation Science Standards
in Connecticut
CAS Webinar
November 17, 2015
Presenter: Liz Buttner, Science Education Consultant
Elizabeth.buttner@ct.gov
CONNECTICUT STATE DEPARTMENT OF EDUCATION
1
Connecticut State Board of Education Adopts
NEXT GENERATION SCIENCE STANDARDS November 4, 2015
A Next Step for Connecticut Science Education
A set of learner outcomes designed to engage ALL students in “practicing” science the way real scientists do, and applying their knowledge to explain things in the real world.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
2
Why Update CT Science Education?
 Next step for CT’s 11‐year old science standards
 Recent research on how students best learn science
 Captivate diverse students; close gaps
 Consistent with CT Core Standards and College Board AP emphasis on thinking, reasoning and communication skills needed for life, college and workforce
 Bring clarity to “STEM” education CONNECTICUT STATE DEPARTMENT OF EDUCATION
3
Advances in HOW Science is Learned
Students’ Discussing & Critiquing Ideas
Science Applied to Engineering Design
Students Reasoning with Evidence
Curriculum that Builds Knowledge in Real‐World Contexts
Applying Science to Explain Real‐
World Phenomena
Coherent Learning Progression Focused on BIG ideas
Students Integrating 3 Dimensions to Construct
(not repeat) Explanations & Design Solutions
4
CONNECTICUT STATE DEPARTMENT OF EDUCATION
What to Look For in a Next Generation Science Classroom
•
Asking questions and defining problems
•
Using mathematics and computational thinking
•
Developing and using explanatory models
•
Developing explanations and designing solutions
•
Planning and carrying out investigations
•
Using data/evidence to support a conclusion
•
Analyzing and interpreting data
•
Obtaining, evaluating, and communicating information
Students Using Science & Engineering Practices to Construct Understanding
CONNECTICUT STATE DEPARTMENT OF EDUCATION
5
3‐Dimensional Teaching and Learning: What Counts as Evidence of Science Understanding?
Current Connecticut Standards
Next Generation Standards
Describe the effects of the strengths of pushes and pulls on the motion of objects.
Plan and conduct an investigation to Describe the basic structures of an animal cell, including the nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life.
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
6
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Integrating Science , Math, ELA and Engineering to Understand Real‐World Phenomena
Design a School Butterfly Garden:
Conduct tests for soil nutrients and water retention. Record hours of sunlight and average wind speed. Measure and mark a square foot grid to calculate the perimeter and area of the garden. Research butterfly life cycle and plant needs. Present information. Select plants adapted for site conditions…
CONNECTICUT STATE DEPARTMENT OF EDUCATION
7
Integrating Science , Math, ELA & Engineering to Solve Real‐World Challenges
Design, Construct and Model a Working Bridge:
Applying an understanding of forces to the working structure of bridges. Using Engineering practices to test structural strength and expose design weaknesses.
Learning by doing
CONNECTICUT STATE DEPARTMENT OF EDUCATION
8
NGSS 4‐LS1‐1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction..
CCS‐ELA W4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCS‐M 4.G.A.3: Recognize a line of symmetry for a two‐dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line‐
symmetric figures and draw lines of symmetry.
CONNECTICUT STATE DEPARTMENT OF EDUCATION9
10
What to Listen For in a Next Generation Science Classroom
•
•
•
Students talk to each other; not just answer teacher questions
Build on and challenge each others’ explanations
Develop language skills, social skills and team mindset
Discussing and Critiquing Ideas and Evidence
CONNECTICUT STATE DEPARTMENT OF EDUCATION
11
Questions About the NGSS Vision?
CONNECTICUT STATE DEPARTMENT OF EDUCATION
12
Time and Support for Systemic Change
CONNECTICUT STATE DEPARTMENT OF EDUCATION
13
Supporting Systemic Change to Next Generation Science Over Time
Assessment Adaptations
Instructional Adaptations
Curriculum Adaptations
On‐going Professional Learning
• 3‐Dimensional Performance Expectations
• 3‐Dimensional Teaching & Learning
• Redesigning Existing Learning Units
• Accessing Available Learning Units
CONNECTICUT STATE DEPARTMENT OF EDUCATION
5‐Year Implementation Timeline
2014‐15
AWARENESS
NGSS PD for pre‐service faculty & district science leaders
2015‐16
CAPACITY‐BUILDING
Recruit and train expert PD facilitator cohort
2016‐17
PROFESSIONAL DEVELOPMENT
District curriculum upgrades begin
2017‐18
IMPLEMENTATION in Gr. 3, 6, 9
2018‐19
IMPLEMENTATION in Gr. 4, 7, 10
2019‐20
IMPLEMENTATION in Gr. 5, 8, 11
On‐going PD
On‐going PD
On‐going PD
Develop new system of NGSS professional learning
Launch new system of professional learning
State Board of Education NGSS Adoption
NGSS Local Assessment Resources developed
District curriculum upgrades continue
District curriculum upgrades continue
NGSS Local Assessment Resources Available (voluntary)
NGSS Local Assessment Resources Available (voluntary)
State NGSS Low Stakes Test?
NGSS Local Assessment Resources Available (voluntary)
* Subject to change pending changes to federal law and state policies
15
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Building a New System of Science Assessments*
MORE TIMELY
Local Assessment Resources (voluntary)
State‐
Administered Summative Assessment
MORE COMPLETE PROFILE OF STUDENT LEARNING
MORE INFORMATIVE
Indicators of Students’ Opportunities to Learn Next Generation Science
8/11/2015
* Not approved by the State Board of Education or the CT General Assembly; subject to change.
CONNECTICUT STATE DEPARTMENT OF
EDUCATION
16
Contrast Traditional and NGSS Assessment Questions
Source: Developing Assessments for the Next Generation Science Standards (Pellegrino, et al) http://tinyurl.com/qxsms89
Traditional
The major movement of
the plates and description
of plate boundaries of the
Earth are...
A. Convergent
B. Divergent
C. Transform
D. All of the Above
NGSS-style
A. Draw on the picture to show what is
happening in the mantle that causes the
plates to move apart.
B. What is happening in the mantle that helps to
explain why the two plates are moving apart?
C. Put an X on the places in the picture above
where the oldest rock can be found in the
crust.
D. Explain your answer.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
17
Sample NGSS Assessment Task to Elicit Evidence of Understanding
Source: http://ngss‐assessment.portal.concord.org/
Performance Expectation MS‐PS1‐1: Develop models to describe the atomic composition of simple molecules and extended structures.
CONNECTICUT STATE DEPARTMENT OF EDUCATION
18
System of Professional Learning
CSDE‐Trained Professional Learning Facilitators
Intro to Framework & NGSS
Next Gen Science Pedagogy
Next Gen Science Inquiry
Curriculum Design Institutes
Performance Task Workshops Learning Unit Workshops On‐line Modular
Short Course
On‐line Modular Short Course In‐Person Institute Launch 2016
Launch 2016
Launch November 2015
Launch January 2016
Launched Summer 2015
In‐Person Content‐
Specific Institutes
Launch 2016
NGS‐CT District‐led Study Groups
NGSX
Expert‐Led Regional Study Groups
CT Science Center
CT Science Center
19
CONNECTICUT STATE DEPARTMENT OF EDUCATION
CONNECTICUT STATE DEPARTMENT OF EDUCATION
20
Online course
• Broad introduction; no prior NGSS knowledge required
1
Introduction
2
• Designed with and for CT educators
3
Overview of Next‐Gen Science
Next‐Gen Practices Overview
4
New/High Priority Practices
5
• No‐cost • Designed for PLCs; works best with an effective facilitator of discussion; or
6
7
Disciplinary Core Ideas Overview
Crosscutting Concepts Overview
Nature of Science Overview
• Join an on‐line discussion 8
Engineering
9
Equity & Diversity Overview
• Modules 1‐3 available now; 4‐15 to be released over the coming months
10
NGSS Architecture
11
Assessment Overview
12
Curriculum Overview
13
Putting It All Together
14
Transition Planning
15
Wrap‐Up
• Can earn emailed certificate & badge
CONNECTICUT STATE DEPARTMENT OF EDUCATION
21
Web‐based seminar
• Learn about Next Gen Science directly from authors of the
standards and with CT’s certified learning facilitators
• Focus on modeling, argument with evidence and scientific
explanation of real world phenomena
• Registration opens Nov. 19 for winter, spring and summer
sessions (15 options) in all parts of the state
• To get a sense of the NGSX learning experience, go to:
http://www.ngsx.org/index.php/public/home
CONNECTICUT STATE DEPARTMENT OF EDUCATION
22
Supports for Teachers
Sample Learning Units
Coming Spring 2016
Classroom Assessment Resources
Coming 2017
Teaching Resources
NSTA NGSS Hub
Sample Performance Tasks
CONNECTICUT STATE DEPARTMENT OF EDUCATION
23
Questions and Discussion
CONNECTICUT STATE DEPARTMENT OF EDUCATION
24
Getting Involved and Staying Informed
• CSDE Science mailing list –
Elizabeth.buttner@ct.gov
• District Advisory Council – contact Liz Buttner
• State Science Assessments – contact Jeff Greig at jeff.Greig@ct.gov
• Science Performance Tasks – contact Ron Michaels at Ronald.Michaels@ct.gov
CONNECTICUT STATE DEPARTMENT OF EDUCATION
25